North Carolina Common Core State and Essential Standards, Grade 7
Social Studies 7.H.1. Use historical thinking to analyze various modern societies. 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
Math 7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems 7.G.6 Solve real-world and mathematical problems involving volume
English/ Language Arts
7.RL.2 – Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
7.RL.9 – Compare and Contrast a fictional portrayal of a time, place, or character and a historical account of the same time period as a means of understanding how authors of fiction use or alter history.
7.W.6 – Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact with others, including linking to and citing sources.
7.W.9 – Draw evidence from literary or informational texts to support analysis, reflection, and revision, and research.
7.SL.5 – Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Science
Students should develop abilities necessary to do scientific inquiry ... including the ability to "use data to construct a reasonable explanation." (NSES Standards)
7.P.1 Understand motion, the effects of forces on motion and graphical representation of motion
7.P.2.2 Explain how energy can be transformed from one to another (specifically potential energy and kinetic energy) using a model or diagram of a moving object (roller coaster, pendulum, or cars on a ramps as examples.
7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.
Objectives
Social Studies
students will identify common themes of the immigrant experience in a primary source oral history or narrative
students will draw conclusions about the themes of the immigrants experience by analyzing primary source photographs
students will reinforce and extend understanding of the immigrant experience by creating a primary source photographic exhibit
Math
students will measure the appropriate dimensions of an object needed to construct a cylinder large enough to hold the object
students will design and construct a cylinder large enough to hold the object
students will simulate Alice's trip down the rabbit hole and evaluate the simulation based on their definition of success
students will examine the size of the object when compared to the volume of the cylinder
English/Language Arts
students will reflect on Alice’s emotions associated with being an outsider to Wonderland.
students will recognize the connection between Alice’s feelings and experiences with those of immigrants.
students will utilize figurative language to express characterization.
Science
Students will understand and demonstrate
The mathematical relationships between the height of an incline, the size of a marble (mass), and the speed that the marble travels, and the distance the marble and cup wicket travel.
Students will understand
Energy travels and appears in different forms
Energy can exist as potential or kinetic
Energy can change forms
Energy can be transferred between systems through the process of pushing and pulling (energy transfer).
Mechanical energy can be either kinetic (energy in motion) or potential (energy of position).
Learning Activities
Social Studies
As a lead-in activity read portions of Alice's Adventures in Wonderlandto promote a class discussion related to immigration. (Excerpts from Ch. IV: "The Rabbit Sends in a Little Bill," Ch. V: "Advice from a Caterpillar," Ch. VI: "Pig and Pepper," and Ch. VIII: "The Queen's Croquet-Ground."
Students brainstorm the common themes of the immigrate experience and through a teacher/student discussion relate this experience to their own experiences with relocation and adjustments to new surroundings. Guide students in identifying reasons for relocating, difficulties encountered, and the successes or failures of adjustments to new surroundings. Guide students in identifying and defining the following common themes of immigration: motivation to emigrate, assimilation, economic issues (living and working conditions), education, choice of destination, language difficulties, and issues of prejudice.
In small groups, collaboratively read and analyze a primary source oral history or narrative to identify the common themes of the immigrant experience. Assign each group to read a primary source oral history or narrative from the American Life History collections. One student in each group will be selected as the group's discussion leader and one student will be selected to record the group's conclusions. The groups should record their thoughts on the Primary Source Analysis Tool for oral or narrative history. Use the Teacher's Guide to Analyzing Oral Historiesto help guide student discussions.
Collaboratively create a photo exhibit using VoiceThread by researching and selecting five photographs that represent one of the themes of immigration. Students should complete a Primary Source Analysis Tool for Photographs for each photo selected to guide their analysis. Once photographs are selected and imported into VoiceThread, students will record a narration for each photograph that explains the photo's relationship to the chosen theme.
Students will participate in a gallery walk to showcase their completed work.
Math
Use Alice's Adventures in Wonderlandto initiate an investigation into cylinders, volume, and what measurements of an object are critical in determining whether the object will fit inside the a cylinder.
Each cooperative learning group will: 1) measure the four dolls provided, 2) determine what size cylinder will be required to hold each doll,3) construct each cylinder, and 4) simulate Alice's trip down the rabbit hole.
During small group work, a student will be assigned to take photos of each stage of the simulation using the iPad. The photos will be uploaded to Skitch.
Members of the group will work collaboratively to edit and annotate the photos to reflect the mathematics used to determine the appropriate size cylinder to construct and whether the simulation was a success or not and why.
Once the simulation is complete, the group will create a blank Skitch document to include responses to the following reflection questions: Does the doll fill the entire hole?; If we measured accurately, why is there space inside the cylinder not filled?; What steps can you take to calculate the space left?; What connections can you make between the size of the hole (circle) and the formula for volume? The responses can include images from their simulation and/or internet to support their responses.
English/ Language Arts
Activity 1 – Students will use the app popplet as a brainstorming tool to analyze Alice’s characterization from Alice’s Adventures in Wonderlandby Lewis Carroll. Students will analyze how the author reveals different character traits and provide evidence to support their findings. Students will then describe Alice’s character as round or flat, static or dynamic and proved evidence from the novel to support their findings. Pictures of Alice may be added to popplet.
Activity 2 – Students will discuss in small groups the character traits of immigrants in a new country and explain why they came to that conclusion. Students will discuss the character traits of Alice and find similarities between her traits and those of immigrants. Students will reflect on how they would act or did act as an immigrant. Group recorder will take notes of the discussion in the “Notes” app and email a copy to the teacher and group members.
Activity 3 – Students will create visual poems through the app “Visual Poetry.” Students will be required to complete the following objectives:
Display meaningful photos that relate to the topic
Use at least one figurative language device.
Demonstrate the relationship between Alice’s characteristics to those of immigrants.
Students will share their poems by publishing on their personal Tumblr blogs. They will then look at other classmates poems to review and expand upon by providing feedback.
Science
In the story, Alice in Wonderland Adventures,Alice is invited to play a game of croquet. The game of croquet is similar to golf, but croquet uses a wooden ball, hoops, and a stick called a mallet.
In this activity students, will experiment with forces that could affect the marble, the relationship between height (incline or slope) and distance the Styrofoam cup travel. The students can also demonstrate the mass of the marble versus the distance traveled by the Styrofoam cup.
Students will also see that the energy is transferred from the marble to the Styrofoam cup.
The energy of the marble can be either potential or kinetic.
In small groups of 2-3:
Start by creating a ramp for marbles to travel down. Stack books and put one end of the ruler on top of the blocks to create an incline. Measure and record the height of the incline.
Create a measuring tape for recording the distance the marble travels by placing a line of masking tape at the bottom of the ruler and extending it out in the direction that the marble will roll.
At the bottom of the ruler, set up a cup, with the cut opening upside-down to allow the marble to roll inside.
Mark the masking tape to show where you have placed the cup.
Place a marble at the top of the ruler. Release the marble and watch what happens to the cup.
Practice releasing the marble from the same spot on the ruler.
Repeat your experiment several times and measure the distance that the cup moves away from the ruler. Record your measurement on the observation chart. Be careful to replace the cup each time to the mark on the masking tape.
Now, change the height of the incline and measure it. Repeat your experiment and again, record the distance that the cup moves away from the bottom of the ruler. After you've changed the height once, change it again and observe and record how the distance traveled changes.
Experiment with other variables (such as the mass of the marble). What happens if you release the marble at different points on the ruler? Measure the heights at these different points and compare your results to those found when you release the marble from the top of the ruler.
As students are experimenting, they will take pictures to place in their StoryKit to explain what a happens as they change the height of the incline and other variables.
At the end students will participate in a gallery walk and critque each other.
Integration of App/Tool
VoiceThread: In Social Studies students will collaboratively create a photo exhibit using VoiceThread by researching and selecting five photographs that represent one of the themes of immigration. Each photograph should include a narration that explains the photo's relationship to the chosen theme.
Skitch: In Math, Skitch is used throughout each learning activity in math to document each phase of the project while incorporating opportunities for students to convey their understanding through annotation of the images as well as their response to the reflection questions.
Visual Poet: In Language Arts student will create original poems integrating with photos to illustrate the characteristics of Alice connecting to characteristics of immigrants and demonstrate knowledge of figurative language. Completed student products will be uploaded into individual Tumblr accounts.
StoryKit: In Science, students will collaboratively illustrate relationships between the height of an incline, the size of a marble (mass), and the speed that the marble travels, and the distance the marble and cup wicket travel. They will also illustrate how energy has transferred from the marble to the cup.
Collaboration
Social Studies: Students will work collaboratively to read and analyze a primary source oral history, narrative, and photograph related to themes of immigration and collaboratively create a photo exhibit demonstrating a chosen theme.
Math: Students will work collaboratively to measure the dolls, construct the cylinder, conduct the simulation, and evaluate the overall success of the project. Students will also work collaboratively to generate responses to the reflection questions.
Enlish/ Language Arts: Students will work collaboratively to identify the character traits of Alice in Alice's Adventures in Wonderland and compare them to those of immigrants from social studies curriculum. Students will provide feedback to their peers on the published poems in Tumblr.
Science: Students will work collabortively to investigate the relationships between the height of an incline, the size of a marble, the speed that the marble travels, and the distance the marble and cup wicket (styrofoam cup) travels. Students will also collaboratively illustrate their findings using StoryKit.
ISTE NETS-T
Students demonstrate creative thinking, construct knowledge innovative products and processes using technology. Students:
Apply existing knowledge to generate new ideas, products, or processes.
Create original work as a means of personal or group expression.
Use models and simulations to explore complex systems and issues.
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Assessment
Social Studies: A completed narrated photo exhibit using VoiceThread that is appropriate for the chosen theme of immigration and communicates appropriate knowledge of the topic.
Scoring Rubric for Photographic Exhibits
5- Exhibit is very appropriate for the theme of immigration and intelligence and communicates superior knowledge of topic. Exhibit is very clearly presented with high quality and shows much creativity.
4- Exhibit is appropriate for the theme of immigration and intelligence and communicates strong knowledge of topic. Exhibit is clearly presented, shows quality and creativity, but may not be up to superior standards.
3- Exhibit displays the theme of immigration and intelligence, but is not completely appropriate. Communicates some knowledge of the topic, but may not be completely clear or show high quality and/or creativity.
2- Exhibit is not appropriate for the theme of immigration and/or intelligence and may be incomplete. Communicates little knowledge of topic. Unclear and/or poor quality or shows little creativity. Below average standards.
1- Exhibit is not completed or inappropriate for the theme of immigration. Shows no knowledge of topic and/or no creativity. Quality is very poor and reflects little or no effort.
Math: A completed presentation of the process used to construct appropriate size hole and the subsequent simulation along with an analysis of measurements and volume of cylinders using images created in Skitch. Students will be assessed using the Performance Rubric:
English/ Language Arts: Students will be assessed formatively by the completion of a visual poem to show understanding of the content by a rubric.
CATEGORY
4
3
2
1
Passage
A poem based on the Anchor Book is student’s original work that includes strong imagery, at least one figurative language and connects to immigration.
A poem based on the Anchor Book is student’s original work but is missing either imagery or figurative language.
A poem based on the Anchor Book is student’s original work but is missing imagery and figurative language.
A poem is not based on the Anchor Book and does not relate to the topic.
Visual Creation
The image is dynamically and visually connects to the content of the poem.
The image is closely related to the contents of the poem.
The image relates to the anchor book but does not add to the content of the poem.
The image is vague and does not relate to the poem.
Logical Order of Visuals
Images are arranged in a logical order to convey the passage and its meaning.
Images are arranged in a somewhat logical order to convey the passage and its meaning.
Images are arranged in a random order to convey the passage and its meaning.
Images are arranged in a random order and do not convey the passage meaning.
Source/Citation
Creator has documented the sources of the image including all information in order to locate the photos.
Creator has documented the sources of the image, but some information is incomplete.
Creator provides a source but leaves out important information to locate the source.
Creator proves a source that is incorrect.
Error-Free Writing
There are no errors in grammar or spelling in the project.
There is 1 error in grammar or spelling in the project.
There are 2 errors in grammar or spelling in the project.
There are 3 or more errors in grammar or spelling in the project.
Science: Students will be assessed formatively by the completion of the StoryKit to illustrate and demonstrate the understanding fo the content by a rubric.
CATEGORY
4
3
2
1
Descripton of Procedure
Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations.
Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations.
Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation
Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given.
Variables
Independently identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables).
Independently identified which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Some feedback was needed to clearly define the variables.
With adult help, identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables).
Adult help needed to identify and define almost all the variables.
Diagrams
Provided an accurate, easy-to-follow diagram with labels to illustrate the procedure or the process being studied.
Provided an accurate diagram with labels to illustrate the procedure or the process being studied.
Provided an easy-to-follow diagram with labels to illustrate the procedure or process, but one key step was left out.
Did not provide a diagram OR the diagram was quite incomplete.
Conclusion/Summary
Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s).
Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s).
Student provided a conclusion with some reference to the data and the hypothesis statement(s).
No conclusion was apparent OR important details were overlooked.
Alice's Adventure in Wonderland: Down the Rabbit Hole
Toisnot Middle SchoolMichelle Edwards, Yvette Jobe, Emily Miller, Tracy Neal
Curriculum Standards
North Carolina Common Core State and Essential Standards, Grade 7
Social Studies
7.H.1. Use historical thinking to analyze various modern societies.
7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
Math
7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems
7.G.6 Solve real-world and mathematical problems involving volume
English/ Language Arts
7.RL.2 – Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
7.RL.9 – Compare and Contrast a fictional portrayal of a time, place, or character and a historical account of the same time period as a means of understanding how authors of fiction use or alter history.
7.W.6 – Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact with others, including linking to and citing sources.
7.W.9 – Draw evidence from literary or informational texts to support analysis, reflection, and revision, and research.
7.SL.5 – Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Science
Students should develop abilities necessary to do scientific inquiry ... including the ability to "use data to construct a reasonable explanation." (NSES Standards)
7.P.1 Understand motion, the effects of forces on motion and graphical representation of motion
7.P.2.2 Explain how energy can be transformed from one to another (specifically potential energy and kinetic energy) using a model or diagram of a moving object (roller coaster, pendulum, or cars on a ramps as examples.
7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.
Objectives
Social Studies
Math
English/Language Arts
Science
Learning Activities
Social Studies
Math
English/ Language Arts
Science
Integration of App/Tool
VoiceThread: In Social Studies students will collaboratively create a photo exhibit using VoiceThread by researching and selecting five photographs that represent one of the themes of immigration. Each photograph should include a narration that explains the photo's relationship to the chosen theme.Skitch: In Math, Skitch is used throughout each learning activity in math to document each phase of the project while incorporating opportunities for students to convey their understanding through annotation of the images as well as their response to the reflection questions.
Visual Poet: In Language Arts student will create original poems integrating with photos to illustrate the characteristics of Alice connecting to characteristics of immigrants and demonstrate knowledge of figurative language. Completed student products will be uploaded into individual Tumblr accounts.
StoryKit: In Science, students will collaboratively illustrate relationships between the height of an incline, the size of a marble (mass), and the speed that the marble travels, and the distance the marble and cup wicket travel. They will also illustrate how energy has transferred from the marble to the cup.
Collaboration
Social Studies: Students will work collaboratively to read and analyze a primary source oral history, narrative, and photograph related to themes of immigration and collaboratively create a photo exhibit demonstrating a chosen theme.Math: Students will work collaboratively to measure the dolls, construct the cylinder, conduct the simulation, and evaluate the overall success of the project. Students will also work collaboratively to generate responses to the reflection questions.
Enlish/ Language Arts: Students will work collaboratively to identify the character traits of Alice in Alice's Adventures in Wonderland and compare them to those of immigrants from social studies curriculum. Students will provide feedback to their peers on the published poems in Tumblr.
Science: Students will work collabortively to investigate the relationships between the height of an incline, the size of a marble, the speed that the marble travels, and the distance the marble and cup wicket (styrofoam cup) travels. Students will also collaboratively illustrate their findings using StoryKit.
ISTE NETS-T
Assessment
Social Studies: A completed narrated photo exhibit using VoiceThread that is appropriate for the chosen theme of immigration and communicates appropriate knowledge of the topic.Scoring Rubric for Photographic Exhibits
Math: A completed presentation of the process used to construct appropriate size hole and the subsequent simulation along with an analysis of measurements and volume of cylinders using images created in Skitch. Students will be assessed using the Performance Rubric:
English/ Language Arts: Students will be assessed formatively by the completion of a visual poem to show understanding of the content by a rubric.
Materials/Resources
Social StudiesMath
English/ Language Arts
Science
Value Beyond the Classroom
Lesson Development Resources/Citations
Johnson, M. & Thompson, L. The Immigrant Experience: Down the Rabbit Hole. Retrieved from http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/
Hart. (2011, 04 24). Create a visual poem-anchor book project b-8th grade. Retrieved from http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2033197&
Litwin, P. (n.d.). You have to live in somebody else's country . Retrieved from http://www.pbs.org/independentlens/newamericans/foreducators_lesson_plan_01.html
International Society for Technology in Education. Retrieved from http://www.iste.org/standards/nets-for-students